Hill City School District 51-2  ELL Process and Procedures

Review Annually with Staff
Send Annually To District ELL Parents
 

Hill City School District 51-2

 

 

ELL Process and Procedures

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post Annually To District Website

 

 

 TABLE OF CONTENTS

 

Introduction                                                                                   1

Title IX, Part A, Section 910, of the No Child Left Behind Act of 2001   2

 

ESL Goals                                                                                      3

Entry Criteria                                                                                 4

ESL Program Guidelines and Curriculum                                               6

Exit Criteria                                                                                    9

Appendix Items                                                                              10

1. Notification of ELL Program Entry Letter
2. Job Description for a School Interpreter
3. Ethics Guidelines sign off sheet
4. ESL Acronyms

 

 

 

 

 

 

INTRODUCTION

The Hill City School District is dedicated to providing appropriate services to all students and to ensuring their meaningful participation in the District’s educational programs in conjunction with the District’s Goals and Objectives which are printed in the Student Handbook.  These goals and objectives are listed below from the Student Handbook.

 

INSTRUCTIONAL GOALS

 

The educational program of the district will be designed to perpetuate and develop the principles and values for life in our democratic society. To this end, the Board will provide opportunities and training so students may become educated Americans who are physically strong, morally and spiritually responsible, and economically capable. Through guidance and by example, our students should develop self-confidence, self-understanding, and respect for others. They should acquire skill in solving problems they will encounter and demonstrate a desire to gain new knowledge. In substance, the aim of our schools will be to assist in the development of the complete person, recognizing that this is a shared responsibility with the home, the church, and other agencies.  

 

To achieve these ideals, the Board recognizes the necessity of meeting the needs of the individual and the society. Thus, the curriculum must be flexible and adapted to individual abilities and differences. It must also be adjustable to changing conditions in order that our students may be academically, physically, socially, and morally prepared to progress.  

 

The Board recognizes its responsibility to develop an educational program that will
provide:  

 

1. An environment in which the individual student is prepared to fulfill his or her moral, social, political, economic, and cultural responsibilities to the community, nation and world;  

 

2. Attention to the development and practice in the fundamental skills of reading, writing, speaking, listening, observing and reasoning;  

 

3. School experiences in democratic living to enable a student to hold, to share, cooperate, and assume responsibility in family living and in society;  

 

4. Opportunities for acquiring an understanding of the principles of physical health and safety, which will carry over to the student's daily life;  

 

5. An appreciation and knowledge of the cultural, scientific, and ethical aspects of our society;  

 

6. An educational atmosphere that will enhance the student's mental, emotional, and social development.  

 

The Board recognizes its obligation to provide the necessary equipment, instructional materials, and staff to facilitate the implementation of this philosophy.  (Board Policy: IA)

 

 

ENGLISH-AS-A-SECOND-LANGUAGE PROGRAM

 

Definition

The Hill City School District #51-2 will provide a free and appropriate education to limited-English proficient students and will provide support to their families.  A limited-English speaker is defined by Federal Law found in Title IX, Part A, Section 910 of the No Child Left Behind Act of 2001, explained below:

 

 

Title IX, Part A, Section 910, of the No Child Left Behind Act of 2001

 

The United States Department of Education defines a limited-English proficient individual as one:

 

LIMITED ENGLISH PROFICIENT- The term limited English proficient, when used with respect to an individual, means an individual —

 

(A) who is aged 3 through 21

 

(B) who is enrolled or preparing to enroll in an elementary school or secondary school;

 

(C)  (i) who was not born in the United States or whose native language is a language other than English;

 

(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and

 

(II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or

 

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and

 

(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual —

(i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);

(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or

(iii) the opportunity to participate fully in society.

 

Reference (https://doe.sd.gov/title/documents/EL-definations.pdf

 

 

 

 

                                        ESL GOALS

 

 

Education Statement

 

The goal of the English-as-a-Second-Language (ESL) Program will be to empower non-English-speaking and limited-English-speaking students to reach English fluency in listening, speaking, reading and writing and to perform academically at the average grade level of their peers.

 

1. Students identified as Non English Proficient (NEP) or Limited English Proficient (LEP) will be offered an alternative language program. This program will be an English-as-a-Second-Language model one for the elementary school grades (K-5), one for the middle school grades (6-8), and one for the high school grades (9-12) based on the English teaching needed for the English Language Proficiency (ELP) levels of: entering, beginning, developing, expanding, bridging, and reaching. The district will use bilingual, ESL, and additional instructional materials that are appropriate with regard to each LEP student’s age, grade level, and language proficiency.

 

2. Staff will adapt instruction to meet the linguistic and academic needs of the students so they may participate in the appropriate grade level core instruction.

 

3. ESL services will also be part of the Individual Education Plan (IEP) for special education students who are LEP, and extreme care will be taken on assessment and placement of such students.

 

4. The district will hire certified staff for the ESL program and will provide ongoing training for all the staff for modifying curricula for the LEP population.

 

5. The district will hire interpreters to assist LEP students in their regular classrooms where appropriate.

 

6. The district will prohibit the use of students as interpreters or translators.

 

7. Parents of LEP students will be communicated with orally and/or in writing in the language they best understand.

 

8. The district encourages all parents to be involved in their child’s education, and any involvement opportunities will be provided in the language they best understand.

 

 

The ELL Process and Procedures will be reviewed annually by administrators and the ELL Director (‘team’) at the beginning of the year.  Upon review of the process and procedures, the team will determine if any updates are needed to ensure compliance. 

 

The program success will be evaluated annually, by the ‘team’, using the state document, Five Components of an Evaluation of Programs and Services for English Learners, along with ACCESS scores, grades, teacher input, progress reports, and benchmark data. This will take place at the end of the year.  Upon evaluation of the program the ‘team’ will determine any necessary changes.

 

The Title lll Director will keep all necessary documentation.

 

If you are in need of translation services or know of anyone who is, please contact Jennifer Martius (ELL Director) at 574-3013.  You can also let any staff member know and they will direct you to Jennifer Martius at 574-3013 Room Q in the Elementary.

 

 

 

 

ENTRY CRITERIA

           

1. Identification

 

1. New Student Registration/Home Language Survey

 

In adhering to the South Dakota Guidelines all students who register in the Hill City Public School District 51-2 will fill out a Home Language Survey which is part of the registration process. The Home Language Survey is used solely to offer appropriate educational services, not for determining legal status or for immigration purposes. Students can register in Hill City Public Schools at any time during the year and during the Kindergarten Roundup held every spring. 

 

The following items are asked regarding language during the registration process:

• Student Language.
• Parent/Guardian Language.
• What was the first language spoken by the student?
• What is the language most often spoken at home?
• What is the language most often spoken by the student with friends?
• Has your child ever received ESL/ELL services?

 

If a new family indicates a language other than English on the Home Language Survey, or there are other indicators of English language needs, the ESL director will be notified and will begin the identification process to determine if the student is an English Learner.  The ESL director may review a student's previous school records, testing scores, previous identification, and/or conduct a visit with parents to gather additional information during the identification process.

 

All Home Language Surveys will be filed in the students’ permanent cumulative folders located in the office of each school building.

 

1. Parent Interviews

 

When a student’s parents are unable to fill out the Home Language Survey, the school’s interpreter will visit with the parents and fill out the Home Language Survey for them at the school.

 

The interpreter will report to the team any other concerns the parents may have about their child(ren).  In addition, the interpreter may gather information about the students’ previous academic background in their own country (i.e., number of years at school completed and/or a copy of their report cards, etc.)

 

1. Other Referral

 

Any teachers, administrators, parents, and/or students themselves can refer students for ESL assessment and identification. In order to make the referral, the concerned person will need to contact the ESL Director Jennifer Martius at 605-574-3013 ext. 308.  Her Office is located in the Elementary School Building Room Q at 302 Main Street, Hill City, South Dakota.           

 

2. Assessment

 

1. Assessment Time Guidelines

 

Once the Home Language Survey or referral identifies a possible NEP/LEP student, the Hill City School District will have an assessment completed for those students by 30 days from the start of the school year or two weeks from the date of identification if identified once the school year is underway.

(Reference: Page 4- https://doe.sd.gov/title/documents/EL-MiniManual-23.pdf

 

1. Initial Assessment

 

In adhering to the English Learners in South Dakota Identification and Screening Manual, the district will administer the Wida Screener to determine the extent of the student’s English proficiency.  These tests measure the four skills of language proficiency which include listening, speaking, reading, and writing.  A grade level cluster should be administered to children one semester beyond the beginning of the grade level and one semester beyond the end of the grade level. A certified test administrator will administer the test to students.  All students are tested in all four language domains except for the Kindergarten test as noted below.

 

The South Dakota Criteria for classifying a student as ELL are as follows:

• Grades 1-12:

Students with a composite score lower than 5.0 qualify for ELL Services and must be administered the annual ACCESS assessment.

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• Kindergarten 1^st Semester only:

The Kindergarten Listening and Speaking Test is an oral proficiency test intended for students in this age range.  (It cannot be given earlier than May prior to entering Kindergarten.)

• Identification Criteria: If combined Listening and Speaking score is less than 5.0, the student will be deemed eligible for ELL services and must be administered the annual ACCESS assessment.

 

• 2^nd Semester Kindergarten through 1^st Semester of Grade 1.

The Kindergarten Listening, Speaking, Reading and Writing Tests are intended for students in this range.

• Identification Criteria: A composite lower than 5.0 qualify for ELL Services and must be administered the annual ACCESS assessment.

 

(See: https://doe.sd.gov/title/documents/EL-MiniManual-23.pdf pg. 6-9).

 

 

1. Wida Screener Results

 

All results from the test will be placed in the student’s permanent cumulative file and ELL file located in each school building.

 

 

1. Language Assessment

 

Students in grades K-12 must be given the WIDA ACCESS/Alt ACCESS (Assessing Comprehension and Communication in English State-to-State) each February, if identified as an English Language Learner (ELL). This large –scale test addresses the academic English language proficiency standards that help with instructing and evaluating the progress of English language learners.  Although parents always have the right to refuse ELL services, assessment is always required of all identified ELL students.

 

The WIDA Consortium, found at www.wida.wisc.edu provides support and training for this assessment of ELL students.  The administrator of the WIDA ACCESS assessment for the Hill City School District 51-2 is Jennifer Martius.  She has passed the state required training and the required ACCESS Administration tests.  Please contact Jennifer Martius (ESL Director) at 605-574-3013 for questions. Her office is located in the Elementary Building Room Q.

 

 

1. Other Assessment Criteria

 

1. Some other tests which may be used for language need identification may be the Woodcock Johnson (English and/or Spanish), the Peabody Word Inventory (English and/or Spanish), a score of Basic or below on the State Assessment Test, or the Kindergarten Screening Instrument.

 

2. After the results of the tests have been gathered the team will evaluate the student’s grades, their ease at learning the classroom material, their social interactions, and their acculturation stage. This team will decide what the student’s needs are and develop a course of action for that student.

 

3. The results of all tests and a narrative summary of the team’s decisions will be put in the student’s ELL File.

 

 

3. Placement

 

1. Parent Permission

 

1. After a student has been determined to be LEP, parents will be informed and sent a Notification of ELL Program Entry letter for placement of the student in the alternative language program in the language the parent best understands, to the extent practicable. (See Notification of ELL Program Entry letter).

 

2. If the parent does not want the student to continue in the program at any time, the parent must annually make known his/her request in writing that services be discontinued. The parent cannot refuse administration of a language identifier test at entrance.

(Reference- https://doe.sd.gov/title/documents/EL-MiniManual-23.pdf pg. 11-12)                 

 

3. If a parent refuses for the student to be in the alternative language program, the alternative language program instructor will meet with the parent to further explain the program and to clarify any questions the parent may have. If the parent still does not want the student in the alternative language program, then all the student’s teachers will be responsible for meeting the same exit criteria over time for which the alternative language program is responsible. The alternative language program teacher will monitor the students’ academic progress (and keep a written record about his/her grades, project quality, reading ability, behavior, etc.) At any time, the students are not performing on grade level like their average peers, then the alternative language teacher will notify the parents and will be encouraged to reenter the alternative language program. The student will retain EL status and must be reassessed each year with the Wida ACCESS until they exit EL status. The parent cannot refuse administration of the Wida Screener or Wida ACCESS.

 

4. The student’s grade-level placement will initially be based on chronological age. This placement may change, however, due to the following considerations:

 

1. Educational background
2. ELP level
3. Previous credits earned

 

5. All Parent Permission forms and letters will be kept in the student’s ELL file located in the Elementary School Room Q. Please contact Jennifer Martius (ESL Director) at 605-574-3013 for assistance.

 

 

ESL PROGRAM GUIDELINES AND CURRICULUM

 

1. Materials

 

1. Students will be exposed to the regular education curriculum texts and workbooks and Title I materials appropriate for the student.

 

 

1. Other books and specific ELL books, grammar books, videos, computer technology, and internet will be used to supplement the above materials in reading, writing, listening and speaking activities.

 

 

2. Program/Model Descriptions

Hill City School District will consider ELL needs and available district resources in selecting a program model. The school district will use the program model found on the state Title III website to help in guiding the district in selecting the instructional plan for the ELL student that helps him/her to attain English Proficiency in addition to learning content. The following chart is used as a reference only in looking at the various types of models that are available for use.  

 

Program Model Type	Focus	Students	Delivery	Staff
Transitional Bilingual or Early-Exit Bilingual Education	Develop literacy in English while developing some literacy skills in the native language	ELs with same native language	Instruction is delivered in both languages – instruction may be heavier in native language in early grades and transition to mostly English in later grade levels	Bilingual Teacher
Dual Language or Two- way Immersion	Develop literacy in the native language and in English	ELs with common native language and native English speakers who want to learn that language	Instruction is delivered in both languages	Bilingual Teacher
ESL or ELD (English Language Development)	Develop English language proficiency	EL students and possibly other native English-speaking students who need assistance with academic English	Instruction using ELD standards to teach English (students may use native language supports)	EL Teacher
Content Classes with Integrated ESL Support	Develop English language proficiency and content knowledge	ELs and can include native English speakers	Instruction uses rigorous content standards, English Language Development standards and specific strategies and techniques to teach English and content together	EL Teacher
Newcomer Program	Develop beginning English language skills, introduce core academic skills and provide support for acculturation to the US and school	New ELs to the US educational system with an entry level of English language proficiency or EL students with Severely Interrupted Formal Education	Instruction is delivered in English with native language support from Bilingual staff and peers when possible – units designed for students to succeed in US schools and transition students to regular classrooms within a year	EL Teacher
Other – Push-in ELL	Develop English language proficiency	EL students and possibly other native English speaking students who need assistance with academic English	Instruction in English using co- teaching and planning to make the lesson comprehensible, provide additional language support within the classroom related to the mainstream lesson or bilingual staff may provide native language support in the mainstream classroom	Bilingual or EL Teacher
Other – Extended Instructional Day	Focus varies, based on student needs	ELs	Instruction is delivered outside of the regular instructional school day	Bilingual or EL Teacher

 

 

Reference:   https://doe.sd.gov/title/documents/ellPrgmDs.pdf

 

 

 

3. Instruction time

 

1. Students will receive varying amounts of instruction based on their individual needs, team decision, and Wida Screener score. (i.e.  Students scoring a 1 or 2 will receive more instruction time than a student who scores a 3 or a 4). 

 

1. The District will provide an LEP student alternative language instruction of a minimum of .5 hour two times per week. The instruction time may vary depending on the student’s progress as demonstrated by assessment information, grades, ELP level, and the team’s decision. Time given each student will depend on the student’s level of English proficiency.

 

1. Students will be placed in the ESL program immediately following the identification process.

 

 

4. Staff

 

1. An ESL certified teacher will teach the ESL classes. If that teacher is not yet certified, then that teacher will be working toward ESL certification.

 

1. Interpreters and/or aides may be hired to supplement the students in the classrooms.

(See Requirements and Job Description for a School Interpreter.)

 

1. All Staff (teachers, aides, and interpreters) will be provided the opportunity for training in the foundations of ESL, issues dealing with LEP students, and the adaptation of instruction for LEP students. In addition, interpreters will be given guidance on when to use their translation support and how to withhold it to encourage English usage by the student.

 

1. Only school district employed/contracted, qualified staff will be used as interpreters/translators. Students will not be permitted to be used as interpreters or translators.

 

1. Staff will be trained annually as to their role of interpreter/translator, the ethics of and the need to maintain confidentiality. The district will review the Job Description for the School Interpreter and obtain the signature as well as the annual FERPA training required for district employees.

 

 

5. Content Assessment/State Required Assessment

 

1. Students will be evaluated by their performance and participation in the ESL program and general classroom, on the state standardized assessment, NWEA, ACT, and classroom curriculum measurements.

 

1. Students will also be evaluated on their annual objectives listed on their Language Acquisition Plan (LAP), which is maintained in their ELL file and updated annually.

 

1. All identified limited English proficiency students in grades 3-8 and 11 must participate in the state assessment as required by the state. If a student is considered to be in his/her first year in the U.S., the reading portion of the state assessment is not required. However, they must take the math and science portions. After the first year in the country, all ELLS take the same content and state assessment that is required of all students.

 

6. Special Education and Other Services

Special Education/Other Services has its own set of regulations, but it should be noted that some students may be served by both Special Education/Other Services and programs for English Language Learners (ELL) if they meet the criteria for service in both programs.  If a student who qualifies for ELL services also qualifies for Special Education/Other services, then the ELL teacher should be part of the IEP/Other team.  Special Ed/Other services does not replace ELL service; the two can work together to make sure that the services complement the classroom instruction, the student’s language needs, and the IEP/Other goals.  What the service model will look like will depend upon the needs of each individual student. At no time should we assume that because a student is in Special Ed/Other services that they won’t receive ELL services.

 

7. Program Oversight – the Title lll Director will be in charge of program oversight.

 

 

EXIT CRITERIA

 

1. Parental Involvement

 

1. A student may exit the ESL program as requested in writing by his/her parent or guardian.

 

1. When an LEP student exits the program through the regular criteria channel, the parents will be notified in writing about it in the language they best understand, to the extent practicable.

 

1. If the District is unable to write to the parents in the language they best understand, then the District will inform them verbally.

 

1. A copy of the written communication or a written narrative about the verbal communication will be put in the student’s permanent file.

 

2. Academic Fluency Criteria

 

The student will be exited from the ESL program if s/he obtains an Overall Proficiency Level of 5.0 or higher on the ACCESS assessment

OR         

Overall composite score of 4.0 on the ACCESS a 3 or 4 on ELA SD State Assessment.

 

(See: https://doe.sd.gov/title/documents/EL-Exit-22.pdf).

 

 

3. Monitoring ELL Procedures

 

1. Once a student has tested out of ESL according to the ACCESS and other needed sources OR doesn’t qualify during screening, the student enters into monitor status for two years.

 

1. During these two years (by ESL teacher):

 

• Grades will be monitored on a monthly basis (or as needed)
• There will be monthly (or as needed) checks with the student’s teachers
• There will be monthly discussions (or as needed) with the student about their responsibility, progress, success, concerns, etc.
• There will be a monthly check of attendance
• There will be quarterly (or as needed) communication with the parent about thoughts/concerns of the child’s progress, etc.

 

1. If child is found to be in need, discussions with teacher, student, and parents will be made to provide suggestions and assistance. Title I help may be received. With approval and documentation by the team and the parents, the child may also reenter the ESL program.

 

 

Appendix Items:

 

• Notification of Program Entry- done at time of entry into ELL program

 

• Job Description - Interpreters

 

• General Ethical Principles of Interpreters sign off sheet

 

• ESL Acronyms

 

 

 

Notification of ELL Program Entry

 

Date

 

 

Dear Parent(s),

 

Hill City School policy is that the WIDA Screener (test) is administered to each student whose enrollment indicates that a language other than English is spoken in the home.  This test measures the English language proficiency of the student in the areas of listening, speaking, reading, and writing.  If a student receives a score lower than 5.0 (level 5) they qualify for ESL services.  There are 6 levels of English language proficiency.  They are:  1-entering, 2-beginning, 3-developing, 4-expanding, 5-bridging, 6-reaching. If a current ESL student receives a score lower than a 5.0 on the annual ACCESS test, he/she still qualifies for ESL services.

 

This letter is to notify you that your child has qualified for ESL services by receiving a score of ________.  This indicates that your child is at the ____________________________level of English Proficiency.  Based upon these scores your child will be placed in the ESL program and will receive extra help developing language, content, and cognitive and study skills.  A Language Acquisition Plan (LAP) will be written, and sent for approval, with objectives based on age-appropriate content standards.

 

 Our school provides English language instruction through:

 

• The Pull-Out or Content Classes with Integrated ESL Support method provides explicit instruction in language, vocabulary, and learning strategies needed to access content and improve English proficiency in the areas of listening, speaking, reading, and writing. It uses content standards and English Language Development standards and specific strategies and techniques to teach English and content together.
• The Sheltered Instruction or Push-In method provides assistance and accommodation within the classroom. This allows students to acquire proficiency in English while at the same time achieving in content areas.  In this method, classroom assistance can be provided in the form of simplified language, physical activities, visual aids, extra time, etc. to make the lesson comprehensible.  Bilingual staff may also provide native language support in the mainstream classroom. 

 

Based on your student’s scores and grade level he/she will receive _______________ services to improve his/her (specific needs)____________________________.  If the method of services changes, I will notify you.

 

English proficiency in South Dakota for exiting ESL services means attaining an overall level of 5.0 on the ACCESS test given to students each year. Once the student has met exit requirements, they will be monitored for continued academic success for two years. It can take up to seven years to be proficient.  Based on your students score he/she is expected to be able to exit in _____ years.

 

If your child also qualifies for special education services, the ELL teacher will be part of the IEP (individual education plan) team in order to ensure that the ELL programming is working to help meet the objectives of the IEP.

 

If you have any questions, please let me know, and I would be glad to help you.  You can call me at 574-3013 or stop by my room (room Q in the Elementary building).  You may also call me to acquire any translation services needed.

 

Thank you,

 

Jennifer Martius

ESL Director

 

Parent Agreements Section

 

You have the right to decline the ESL services proposed above.  You may choose to have your child participate in other services offered.  However, your child is still required to take the state assessment to measure their English proficiency.

 

______Yes, I want my child to receive the extra help in the ESL program above to develop his/her English language proficiency.

______ No, I do not want my child placed in the ESL program above.  I will inform the school office of which program I want my child to participate in.

 

__________________________________________ ________________
Signed                                                                            Date

 

Notificación de la Entrada del Programa de Inglés Como Segunda Lengua

 

 

fecha

 

Estimado Padre (s)

 

La política de la Escuela de Hill City es que el WIDA Screener (la prueba) es administrado para cada estudiante cuyo enrolamiento señala que un idioma aparte de inglés es hablado en la casa.  Esta prueba mide la pericia del idioma inglés del estudiante en escuchar, hablar, leer, y escribir.  Si un estudiante recibe una puntuación más abajo de 5.0 (nivel 5) ellos califican para servicios de Inglés Como Segunda Lengua.  Hay 6 niveles de pericia de idioma inglés.  Son:  1- entrando, 2- comenzando, 3- desarrollándose, 4- expandiéndose, 5- cruzando, 6- alcanzando.  Si un estudiante actual de Inglés Como Segunda Lengua recibe una puntuación más abajo de 5.0, él/ella todavía califica para servicios de Inglés Como Segunda Lengua.

 

La presente es notificarle usted que su niño(a) ha calificado para los servicios de Inglés Como Segunda Lengua por recibiendo una calificación de _____.  Eso indica que su niño es al nivel de ______________________________ de pericia inglesa.  Basado en estas puntuaciones su niño será colocado en el programa de Inglés Como Segunda Lengua y recibirá ayuda adicional desarrollando idioma, académicos, y habilidades cognitivas y de estudio.   Un Plan de Adquisición de Lenguaje (LAP) será escrito, y enviado para la aprobación, con objetivos basados en los estándares apropiados para la edad.

 

Nuestra escuela provee instrucción del idioma inglés por:

 

• Al método de separata o de clases de contenido con soporte integrado de ESL provee instrucción explícita en el idioma, vocabulario, y las estrategias educativas necesitadas ganar acceso académico y mejorar pericia inglesa en las áreas de la escucha, el habla, la lectura, y la escritura. Utiliza estándares de contenido y estándares de desarrollo del idioma inglés y estrategias y técnicas específicas para enseñar inglés y contenido juntos.

 

• El método de instrucción cobijada o de push-in provee asistencia y acomodación dentro del aula. Esto permite a los estudiantes adquirir pericia en inglés mientras al mismo tiempo aprendiendo en las áreas académicas.  En este método, la asistencia puede ser provista en forma del idioma simplificado, actividades físicas, medios visuales, tiempo extra, etc. para que la lección sea comprensible. El personal bilingüe también puede proveer apoyo en el idioma nativo en el aula general.

 

Basado en las puntuaciones y el grado de su estudiante él /ella recibirá servicios de ________________________para mejorar su _____________________. Si el método de servicios cambia, yo los notificaré a Uds.

 

La pericia inglesa en Dakota del Sur para egresar servicios de Inglés Como Segunda Lengua significa lograr un nivel completo de 5.0 en la prueba ACCESS dado a los estudiantes cada año.  Una vez que el estudiante ha cumplido con los requisitos de salida, será monitoreado para el éxito académico continuado por dos años. Puede tomar hasta siete años para ser proficiente.  Basado en su puntuación él/ella está supuesta a poder egresar en _____años.

 

Si su niño también califica para servicios de educación especial, el maestro ELL será parte del equipo IEP (el plan individual de educación) para asegurar que la programación ELL está teniendo efecto para ayudar a cumplir con los objetivos del IEP.

 

Si usted tiene cualquieras preguntas, por favor déjeme saber, y tendría gusto en ayudarle.  Usted me puede llamar en 574-3013, o puede pasar de visita por mi aula (aula Q en el edificio de la Primaria).  Usted también me puede llamar a adquirir algunos servicios de traducción necesitados.

 

Gracias

Jennifer Martius

Directora de Inglés Como Segunda Lengua

 

La Sección de Acuerdos del Padre

 

Usted tiene el derecho de declinar los servicios de Inglés Como Segunda Lengua propuestos arriba.  Usted puede preferir tener a su niño participe de otros servicios ofrecidos.  Sin embargo, su niño está todavía obligado a tomar la valoración estatal para medir su pericia inglesa.

 

______ sí, quiero que mi niño reciba la ayuda adicional en el programa de Inglés Como Segunda Lengua arriba para desarrollar el suyo /la suya pericia de idioma inglés.

______ no, no quiero que mi niño reciba la ayuda en el programa de Inglés Como Segunda Lengua arriba.  Yo informaré la oficina de la escuela de cuál programa que quiero que mi niño participe.

 

__________________________________________ ________________
Firmado                                                                                      La fecha

 

 

 

 

 

 

 

 

 

 

Requirements and Job Description for a School Interpreter

 

 

When the need arises, the Hill City School District will employ an interpreter to work in the classroom with students who are non-English or limited-English speakers.  The requirements for an interpreter will be the following.

 

Requirements in English

 

1. The interpreter will have a high school diploma or high school equivalent diploma (GED) and or provide a copy of the individual’s transcript from the last school grade completed.

 

2. The interpreter will be fluent in listening, speaking, reading, and writing in English as demonstrated by the 9-12 Grade Level Cluster of the Wida Screener.

 

-OR-

 

3. If the interpreter/candidate does not have a high school diploma or is unable to take the 9-12 Grade Level Cluster of the Wida Screener exam, the candidate will pass a teacher or administrator oral interview and will provide three recommendations from previous employers or school or community person about the person’s English fluency

 

 

Requirements in the non-English Language

 

1. The interpreter/candidate will demonstrate fluency in the non-English language in listening, speaking, reading, and writing by providing a copy of the person’s last school grade completion in their country.

 

-OR-

 

2. The interpreter/candidate will demonstrate fluency in the non-English language by providing three recommendations from person who are also literate in that language.

 

-OR-

 

3. The interpreter/candidate will demonstrate translation ability by translating in writing two paragraphs from a fifth-grade history book or two paragraphs from a fifth-grade science book into their language.

 

 

 

Full requirements not able to be met

 

After going through an employment committee screening process with an ESL instructor, Principal(s), a person(s) competent in the native language, if the interpreter/candidate is unable to fully participate in the above requirements, then the hiring of such an individual will be at the discretion of the Superintendent or his designee with appropriate district approval.

 

 

This will be gone over every year with the interpreters to verify that they have been given notice on their duties.

 

Job Description – Interpreter

 

1. The interpreter will work under the direct supervision of a certified classroom teacher along with a certified ESL teacher, and/or a certified bilingual teacher, and will follow the guidance of such teachers and help the students as instructed.
2. The interpreter will shadow the student throughout the school day to provide school directions and to translate academic work where needed.
3. The interpreter will make sure the student and the parents know the school rules of behavior and their consequences.
4. The interpreter will immediately teach the student how to ask for basic needs in English, i.e. how to request a drink of water, how to ask for permission to go to the bathroom, how to request work tools like pencils, scissors, glue, etc.
5. The interpreter will give the student a tour of the building including the cafeteria and the gymnasium.
6. The interpreter will provide the parents with a list of student supplies in writing. If the interpreter is unable to supply a written list, the interpreter will call each family and give them the list orally within a day of the beginning of school.
7. The interpreter will send home written notices to the parents in their language about school and classroom activities, parent meetings, medical and other school information as needed. If the interpreter is unable to send home written notices, then the interpreter must call each family with an oral report within a day of when the English-speaking students are given the information.
8. The interpreter will inform the teacher or the administrator about concerns that the family has and/or what the child says regarding requests or problems immediately to foster clear communication.
9. For general classroom oral usage, the interpreter will respond to the child in English, then in the non-English language, then in English again on a regular basis. Once the child has spent several months in the school, the interpreter will begin to respond to the child only in English as the child shows progress in understanding and may clarify to the child in the previous process if it is absolutely necessary for the child to understand.  The child should be made to understand that s/he may always ask a question in his/her own language for clarification if s/he needs to use it.
10. The interpreter will perform any other duties as are assigned by the certified teachers or the administrators and be at ALL duties for the stated times/hours.
11. The interpreter will communicate any needs/concerns to the supervisor(s) as well as any absences in a timely manner.
12. No personal cell phone usage during scheduled duties – except in RARE cases of emergency
13. The interpreter will provide the above duties in a professional, confidential, and ethical manner (see attached form on general ethics principles).

 

 

 

­­­­­­­­­­­­­­Date:­_______________________________

 

 

 

ESL Director: ­­­­­­­­_________________________

 

 

 

I understand and agree to the above duties.

 

Interpreter: __________________________

 

 

General Ethics Principles

 

The general principles contained in the different codes of ethics require translators and interpreters to:

• Respect their clients’ right to privacy and confidentiality
• Disclose any relay or perceived conflicts of interest
• Decline to undertake work beyond their competence
• Relay information accurately and impartially between parties – not adding or deleting information
• Maintain professional detachment and refrain from inappropriate self-promotion
• Guard against misuse of inside information for personal gain

 

 

 

Date:______________________________________

ESL Director:________________________________

 

I understand and agree to the ethical principles above. Interpreter:_________________________________

 

This form will be gone over annually with those staff that interpret for the school district.

 

 

 

 

 

 

 

ESL Acronyms

 

Acronyms and labels can be confusing to those not familiar with or who are just learning about the educational options for learning and teaching English. The below definitions are those most commonly used in education circles to describe programming options for English Language Learners in the U.S.

 

English language learning programs are often referred by their acronyms.  Some acronyms refer to programming options, others to students enrolled in such classes.  Here are the most commonly used acronyms.

 

EL- English Learner

 

ESL- English as a Second Language; generally refers to programs that teach English to students who speak another language in the home.

 

ELL- English Language Learner; refers to the student. ELLs are enrolled in ESL programs.

 

LEP- Limited English Proficient; a descriptive term, as in an LEP student

 

FEP- Fluent or Fully English Proficient; describes an ELL who has achieved fluency in the English Language

 

NEP/NES- Non-English Proficient; Students who are proficient in their native language, but have not yet acquired any English Proficiency.

 

ESOL- English Speakers of Other Languages; refers to students whose first language is something other than English

 

WIDA Consortium- World Class Instructional Design and Assessment Consortium; a group of over twenty states that collaborate to design and implement common standards for English language learning programs.